diplomsko delo
Kaja Mlakar (Author), Marjanca Kos (Mentor)

Abstract

Predšolsko obdobje predstavlja obdobje, v katerem otroci uporabljajo osnovna znanja in veščine za odgovore na lastna vsakdanja vprašanja. Je obdobje, v katerem otroci skušajo razumeti primarne koncepte, povezane z znanostjo. Zato je pomembno, da se z naravoslovjem seznanijo že v zgodnjih letih na sebi primeren način. Vzgojiteljevo delo ima zelo pomembno vlogo z naravoslovjem povezanim akademskim življenjem otrok v prihodnosti. Iz tega vidika bi se morali zavedati pomena naravoslovnega izobraževanja in podpore otrok v tej smeri z načrtovanjem in izvajanjem ustreznih dejavnosti. V svojem diplomskem delu z naslovom Pogled vzgojitelja na načrtovanje in izvajanje naravoslovnih dejavnosti v predšolskem obdobju sem se osredinila na raziskovanje obstoječe naravoslovne prakse slovenskih vrtcev. V teoretičnem delu sem opredelila, kaj je naravoslovje, in se še dodatno osredotočila na naravoslovje v predšolskem obdobju ter naravoslovje v nacionalnem dokumentu za vrtce. Ker smo vzgojitelji pomemben člen življenja otrok, sem predstavila tudi vlogo vzgojitelja s posebnim poudarkom na eni izmed njihovih nalog, postavljanju vprašanj. Pri tem sem dodatno obrazložila posamezne vrste produktivnih vprašanj, k uporabi katerih bi morali stremeti vzgojitelji pri svojem delu. Nekaj besed pa sem na koncu teoretičnega dela namenila tudi načrtovanju dejavnosti in pri tem predstavila naravoslovne postopke, metode dela in oblike dela. Drugi del diplomskega dela predstavlja empirični del, v katerem sem z raziskavo pridobila vpogled v obstoječe stanje glede načrtovanja in izvajanja naravoslovnih dejavnosti v slovenskih vrtcih. Ugotovila sem namreč, da je naravoslovje v predšolskem obdobju še vedno pomaknjeno nekoliko v ozadje, a se kljub temu vzgojitelji zavedajo pomena teh vsebin za otrokovo življenje in stremijo h kakovostnejšemu delu. Še vedno se oklepajo bolj tradicionalnih metod dela in načinov posredovanja naravoslovja otrokom, že pa je viden premik k sodobnejšim oblikam dela pri izbiri učnih oblik. Več kot polovica vzgojiteljev v večji meri posega po bioloških vsebinah, a tudi tu je viden napredek, saj je delež tistih, ki se odločajo za vse naravoslovne vsebine v enaki meri, precej visok. Pri načrtovanju in izvajanju naravoslovnih dejavnosti še vedno prihaja do nekaterih ovir, ki pa jih lahko s primernimi pristopi in angažiranostjo pedagoški delavci tudi presežejo. Prav tako pa sem prišla do ugotovitve, da delovna doba vzgojiteljev in lociranost vrtca, v katerem delajo, bistveno ne vplivata na načrtovanje in izvajanje naravoslovnih dejavnosti.

Keywords

kurikulum za vrtce;vloga vzgojitelja;postavljanje vprašanj;začetno naravoslovje;naravoslovne dejavnosti;vrtci;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Mlakar]
UDC: 373.2.016:5(043.2)
COBISS: 118886659 Link will open in a new window
Views: 0
Downloads: 0
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Preschool teacher's perspective on the planning and implementation of science activities in the preschool years
Secondary abstract: The pre-school years represent the period when children use basic knowledge and skills to answer their own everyday questions. It is a period during which children try to understand primary concepts related to science. It is therefore important to introduce them to science at an early age in a way that is appropriate to them. The educator's work plays a very important role in children's science-related academic life in the future. From this point of view, we should be aware of the importance of science education and of supporting children in this direction by planning and implementing appropriate activities. In my thesis, entitled The educator's perspective on planning and implementing science activities in pre-school, I focused on researching the existing science practice in Slovenian kindergartens. In the theoretical part I defined what is natural science and further focused on natural science in pre-school and natural science in the national document for kindergartens. As educators are an important link in children's lives, I also presented the role of the educator, with a special focus on one of their tasks, asking question. In doing so, I further explained the different types of productive questions that educators should aim to use in their work. At the end of the theoretical part, I also devoted a few words to activity planning, presenting science procedures, working methods and forms of work. The second part of the thesis is an empirical part, in which I used research to gain insight into the current state of planning and implementation of science activities in Slovenian kindergartens. I found that science in pre-school is still somewhat relegated to the background, but that educators are aware of its importance for children's lives and are striving to improve the quality of their work. They still stick to more traditional methods of working and ways of teaching science to children, but there is already a shift towards more modern ways in the choice of teaching formats. More than half of the educators are more likely to use biological content, but progress is also being made here, with a fairly high proportion choosing to use all science content equally. There are still some barriers to planning and implementing science activities, but with the right approaches and commitment, educators can overcome them. However, I also found that the years of experience of the teachers and the location of the kindergarten in which they work do not have a significant impact on the planning and implementation of science activities.
Secondary keywords: Predšolski otroci;Naravoslovje;Univerzitetna in visokošolska dela;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 85 str.
ID: 16251772